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Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers

Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers

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DEDICATION

This research material, titled “Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Nursing (Science) for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies
    • 2.5 Research Gaps
    • 2.6 Summary of Literature Review

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”


    ABSTRACT

    People over time, have devised various techniques for communicating their thoughts, needs and desires to others in every aspect of life. The emergence of ICT has affected all aspects of human life, including education at all levels. ICT knowledge, accessibility and use are linked with higher efficiency and higher productivity. Undergraduate nursing students and their teachers occupy a central position in both educational and health care systems of any country. This study was carried out to investigate the knowledge, accessibility and use of ICT among students and teachers in the Department of Nursing Sciences, University of Nigeria, Enugu Campus.

    A descriptive cross sectional survey design was used. All the 454 undergraduate students in the Department of Nursing and 23 teachers comprised the subjects for the study. A researcher-developed questionnaire was the instrument for data collection. Data were subjected to descriptive statistics and anayzed using student’s t-test and Chi square. Probability value less than 0.05 was considered statistically significant. Majority of the students 346 (80.5%) and majority of the teachers 20(90.9%) had knowledge of ICT. Respondents had access to the following ICT: computer; students 314(73.0%), teachers 20 (90.9%), Internet; students 343(79.8%), teachers 22(100%) and e-mail; students 248(57.7%) and teachers 17(77.3%). The Internet activities mostly performed by the students were: browsing 386(89.8%), chatting with friends 274(63.7%) and e-mailing 262(60.9%).

    The Internet activities mostly performed by teachers were: browsing 22(100%), e-mailing 20(90.9%) and downloading articles 18(81.8%). Google is the most common search engine used by students 393(91.4%) and teachers 20(90.9%). High cost of ICT 281(62.2%) and irregular power supply 258(57.1%) were major factors that affect accessibility to and use of ICT negatively. There was no significant difference (p > 0.05) in the access to ICT types among teachers and students. There was no significant difference (p > 0.05) in the constraints associated with ICT use among students and teachers. There was significant difference (p < 0.05) in the use of ICT between students and teachers. Findings of this study revealed that there is still need to provide ICT materials and training at subsidized rate in order to encourage use in university education.


    Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers

    CHAPTER ONE

    1.0 Introduction

    1.1 Background to the Study

    People over time have devised various techniques for communicating their thoughts, needs and desires to others. In early civilized times, people achieved adequate communication through speech and written messages. Communication in teaching and learning situation were mainly done using a teacher-centered education system in the past few years (Adeyinka, Adedeji, Majekodunmi, Adika & Adeyinka, 2011) when the conventional way of teaching was the order of the day. The teacher was seen as the sole source of knowledge and the students were “mere rec eipients” of his/her information. Chalk and talk methods were used in delivering lectures to students and pupils in schools.

    The emergence of information communication technology (ICT) has affected all aspects of life (Nadira, Kamal & Banu, 2010). ICT has become an indispensable part of our contemporary world. No wonder the use of such terms as e-nursing, e-commerce, e-banking, e-medicine, e-government, e-learning and e-education just to mention but a few, to show how such aspects of life revolve round technology. ICT materials are adapted to carry out some routine activities in almost every aspect of life.

    ICT includes any equipment or interconnect system of equipment that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission or reception of data or information resources (National Information Technology Policy, 2010). This policy equally sees ICT as computers, ancillary equipment, software and firmware (Hardware) and similar procedures, services (including support services) and related resources.

    …

    CHAPTER TWO

    2.0 Literature Review

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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    Defense Procedure for Nursing Researchers

    In preparation for defending a project or seminar on Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.

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